Required Response

Abstract: The present experiment examined number of training trials as a function of a required response to sample in establishing conditional discriminations and testing for responding accordance with stimulus equivalence. Reaction times were also examined. Twenty participants in 4 different experimental groups were compared in a between-groups design. The participants were trained to form 4 classes of 3 stimuli each with a linear series (LS) training structure. Unreinforced trials for directly trained relations were included in the test. Results from the present study show that a required response to sample increased chances to learn the discriminations more quickly. This may imply that the required response can increase the observing behavior. Required response to sample did not affect responding according to emergent relations in the test in any substantial way. Reaction time data show that there are systematic differences in reaction latency depending on the trial type in the test, and that incorrect responses...

Abstract: A storage management system, if the required response performance of the file is added to the access request from the host computer, compares the required response performance of the file with the response performance of the pool volume assigned to the page. If the response performance of the compared pool volume does not satisfy the required response performance, the storage management system selects a pool volume whose response performance satisfies the required response performance from the pool volumes, migrates the page to the selected pool volume, and stores the data in the page to which the pool volume is assigned.

Abstract: An essential feature of programed instruction is the frequent requirement of the student to make some response. What purpose does this response serve? Does it serve merely to keep the student alert and attentive so that he reads the program carefully? If so, it would not matter what the response was as long as it made the student read the program carefully. Might not the requirement of any response, however trivial, promote learning equally well? Some evidence on this point was supplied by Holland (1960), who compared criterion-test scores of students who had been required to construct trivial responses to a program with those of students who had constructed more critical responses to the same material. He found both in this study and in an unpublished replication† that the requirement of a trivial response tended to produce lower criterion-test scores. (Tests of significance and variability within treatment groups were not reported.) Is any response necessary? The advantage, if any, of programed instruction may lie in the fact that the material has been carefully written, tried out on appropriate samples of students, revised to insure clarity, and filled with abundant redundancy. The requirement of periodic responses may add nothing. Some studies have suggested that merely reading statements containing material identical to the program produces criterion-test results as high as, or higher than, responding to the standard programed instruction (Silverman and Alter, 1960; Goldbeck, Campbell, and Llewellyn, 1960). Holland's study (1960) also included a group who read complete statements without making responses. This group scored lower on the criterion test than did the standard-program group. To resolve these conflicting results, more extensive studies are needed involving larger samples and longer continuous-discourse programs based on a variety of meaningful material.